ERIC ED466668: Tell Us How It Was: Stories of Rural Elders Preserved by Rural Youth.

145 Pages·2002·2.8 MB·English

by  ERIC

DOCUMENT RESUME
RC 023 593
ED 466 668
Tell Us How It Was: Stories of Rural Elders Preserved by
.TITLE
Rural Youth.
Rural School and Community Trust, Washington, DC.; What Kids
INSTITUTION
Can Do, Inc., Providence, RI.
2002-00-00
PUB DATE
144p.; Some photographs may not reproduce well.
NOTE
Rural School and Community Trust; 1825 K Street, N.W., Suite
AVAILABLE FROM
703, Washington, DC 20006 ($20.00). Tel: [phone]; Web
site: http://www.ruraledu.org.
Descriptive
Reports
Collected Works
General (020)
PUB TYPE
(141)
EDRS Price MF01/PC06 Plus Postage.
EDRS PRICE
Active Learning; *Intergenerational Programs; *Interviews;
DESCRIPTORS
Local History; Older Adults; *Oral History; Rural Education;
Secondary Education; Story Telling; *Student Projects
Place Based Education
IDENTIFIERS
ABSTRACT
This publication compiles oral histories preserved by rural
students around the country and provides teachers with information and
resources for developing oral history projects. The first five sections were
written by the students and teachers of (1) Anderson Valley Junior/Senior High
(2) Edcouch-Elsa High School, Elsa, Texas;
School, Boonville, California;
(3)
(4) Rocky Gap High School, Virginia; and
Mariposa Middle School, California;
(5) Sand Rock High School, Leesburg, Alabama, and Flambeau School District,
Rusk County, Wisconsin. These sections include interview excerpts and complete
interviews of community elders by students; teacher descriptions of how
students prepared for and conducted the interviews, transcribed and edited
their work, prepared the final publications, and carried out self-evaluations;
and student reflections on their experiences during the project. Section 6
presents a selection of oral histories in alternate formats--as interview,
essay, poetry, and playscript. Appendices provide more detailed descriptions
of oral history projects at three schools; 63 resources contained in "Oral and
Community History in K-12 Schools: An Annotated Bibliography" (Elisabeth
Higgins Null); and contact information for the schools.
(SV)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Tell Us
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
How It Was
originating it.
CI Minor changes have been made to improve
reproduction quality.
o Points of view or OPlnions atatedm thls docu-
ment do not necessarily represent official
OERI position or policy.
Stories of Rural Elders
Preserved by Rural Youth
from the
Rural School and Community Trust
and
What Kids Caa n Do
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
fl
I
BEEN GRANTED BY
7-ci-rne
rl-C
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
4
BEST COPY AVM LAtiLt
Tell Us
How It Was
Stories of Rural Elders
Preserved by Rural Youth
from the
Rural School and Community Trust
and
What Kids Can Do
2002
Contents
0 Introduction
i
SECTION I. Anderson Valley Junior/Senior High School, Boonville, California
From the Editors
1
Oral Histories from Voices of the Valley: Stories of Anderson Valley Elders
Collected by Anderson Valley Youth, Volume I
Bobby Glover, by 7th graders
2
Otilio Espinoza, by 7th graders
6
Rob Goodell, by 7th graders
9
Donald Pardini, by 7th graders
12
Reflections on Voices of the Valley, by teacher Mitch Mendosa
15
Reflections from Students
24
SECTION II. Llano Grande Center, Edcouch-Elsa High School, Elsa, Texas
From the Editors
31
Oral Histories from The Llano Grande Journal
Ezequiel Granado
32
Luisa Garza, by Daniela Guardiola and Cindy Lee Perez
37
SECTION III. Mariposa Middle School, Mariposa, California
From the Editors
41
Oral History from Memories of Blue Skies and Butterflies:
Oral Histories of Long-time Mariposa Residents
75 Cents a Day Down in the Pollywoods: Memories of Lois Moseley
by Justina Crisp, Crystina Foley, and Allison Rust
42
SECTION IV. Rocky Gap High School, Rocky Gap, Virginia
From the Editors
49
Oral Histories from Bland County History Archives
Walking in the Dark: Jim Lundy Reflects on What the Mountain Knows
by Nate Lundy
50
Ray Alfred Dent, interview by Paul Hull and Matthew Dent
52
SECTION V. Sand Rock High School, Leesburg, Alabama and
Flambeau School District, Rusk County, Wisconsin
From the Editors
59
Selected Oral Histories
Excerpts from Sand Rock High's Sunup 'til Sundown:
An Oral History of Agriculture in the Lookout Mountain Area
60
Excerpts from Flambeau's Celebrating the Pioneering Spirit
65
Contents
continued
SECTION VI. Medley: Oral History as Interview, Essay, Poetry, and Playscript
From the Editors
75
Selected Oral Histories
Interview from Peacham School, Peacham, Vermont
An Interview with Three Generations at the Kempton Farm,
by Nick Comerci
76
Essay from Copper Basin High School, Copperhill, Tennessee
Meet the Mayer of Ducktown, Tennessee, Mr. Carmel Gibson
by Robbie Nicholson
77
Essays from Livingston High School, Sumter County, Alabama
Wisdom for the Ages: The Story of Julius Brown
by Antoinette Luckey
79
Survivor: The True Story: The Story of Ms. Louise Winn Carter
by Raylonda Carter
79
Poetry from Heartland Community Schools, Henderson/Bradshaw, Nebraska
Through the Eyes of a Child, by Sara Norris
81
Father's Fear, by Andrew Reiger
81
The Chickens Died as a New Baby Cried, by Andrea J. Kroeker
81
School Days, by Brad Janzen
82
The Car Trade, by Vincent Friesen
82
Playscript from Yampa Valley Legacy Education Initiative,
Steamboat Springs, Colorado
Blowdown
83
APPENDICES
I. Llano Grande Center
89
II. Rocky Gap High School
93
III. Yampa Valley
115
IV. Bibliography
133
V. Contact and Sales Information
144
Resources prepared by:
Llano Grande Center, Elsa, Texas
Rocky Gap High School, Rocky Gap,Virginia
Yampa Valley Legacy Education Init., Steamboat Springs, CO
5
Introduction
arts classes the memories and chiseled wisdom of
No textbook can rival the power of hear-
"ordinary folk" at home, at work, and at play. We
ing a vivid story of the past directly from
imagine this collection making its way into stu-
someone who experienced it. "I was
dent backpacks, a homegrown curriculum pro-
there," the elder saysand for a moment we can
duced by students in one place and shared with
feel the scrape of the cross-saw, the heft of picking
others elsewhere.
cotton, the fear of facing the battlefield or giving
birth in a cabin far from town.
Encouraging teachers and students to try an oral
history project of their own is a third goal. To this
Teachers have realized the potential of oral histo-
end, the collection's opening section, featuring the
ries ever since Studs Terkel brought his methods
into mainstream history and literature courses
Voices of the Valley project from Anderson Valley,
California, offers a close-in view of an oral history
with The Good War (1972). The last decade has
project from start to finish. Indeed, each section of
seen an upsurge of classes across the country that
have adopted the technique, with students inter-
Tell Us How It Was begins with an introduction
that frames the oral histories that follow, coupled
viewing members of their own communities and
with a brief description (presented in a shaded
retrieving priceless memories in written, audio,
box) of the classroom context that produced the
and video form. Not only do students learn the
selected work. The appendix also includes docu-
history of their region and nation, but they also
ments prepared by project leaders in Elsa, Texas,
gain valuable practice in skills of research, ques-
,
Rocky Gap,Virginia, and Yampa Valley, Colorado;
tioning, listening, shaping interview material into
they offer concrete tips and guidance to teachers
coherent narrative, and using technology to pub-
and others considering an oral history unit.
lish their work for audiences with authentic inter-
est and need. Just as important, they gain exposure
To show the variety and flexibility of oral history,
to perspectives outside their own, benefiting from
the last two sections of the collection reflect a dif-
relationships with older generations.
ferent approach than the four that precede it
(though both contain the customary introduction
This collection expands this tradition. It features
and classroom context). Section V, featuring the
remarkable oral histories prepared by middle and
high school students in communities stretching
work of students from Leesburg, Alabama, and
Rusk County, Wisconsin, presents shorter selec-
from Alabama to northern California, Wisconsin
to south Texasa group of young people separat-
tions from a greater number of elders; in their
brevity they emphasize the appeal of the anec-
ed by geography and culture but linked by the
dotes, reflections, and memorable turns of phrase
smallness of their communities, most with popula-
at the heart of oral history. The concluding chap-
tions under 2,000. All participate in the Rural
ter, Section VI, offers a medley of literary forms,
School and Community Trust, a national organiza-
from essay to poetry to playscript, to demonstrate
tion dedicated to strengthening the natural ties
the variety of ways that interviews with elders can
between school and community, young and old in
be presentedas well as their appropriateness for
rural towns nationwide.
students of all ages.
With Tell Us How It Was come several hopes. One
Tell Us How It Was results from the union of two
is to showcase and celebrate the outstanding work
closely aligned organizations, the first large, the
done by these students and their teachers. Another
second small. The Rural School and Community
is to bring into more social studies and language
6
Introduction
continued
Trustthe source of these remarkable stories
all it produces. Preparing an anthology such as this
began in 1995 as the Annenberg Rural Challenge
falls squarely within the WKCD mission. WKCD's
and currently supports 700 school-community
writer and researcher Lisa Rowley tackled most of
partnerships in over 30 states. Its advocacy of
the gathering, selecting, writing, and editing
"place-based learning" connects students with the
required to bring the project to life.
people, places, and issues closest to them, in the
process revitalizing towns and empowering stu-
A final and important note. The stories presented
dents in some of the nation's most distressed rural
here represent but a fraction of the oral history
areas. It views young people as a vital force for
work currently ongoing in Rural Trust sites
imagining what's possible in small town America.
nationwide; the unbound format reflects our hope
that additional samples can and will be added to
What Kids Can Do (WKCD), launched in the
the volume over time. The reason is simple. As one
winter of 2001, promotes the value of young peo-
high school student said of her school's oral histo-
ple working with teachers and other adults on
ry course: "Voices of the Valley is definitely a
projects that combine powerful learning with
worthwhile project. It's bridging the gap between
public purpose. It believes deeply in the contribu-
youth and elders. It's the most valuable type of
tions of young people as citizens and knowledge
history, because it's dealing with the real life les-
creators, putting youth voices at the forefront of
sons."
Barbara Cervone, President
What Kids Can Do, Inc.
Rachel Tompkins, President
Rural School and Community Trust
Winter 2002
7
{
}
ii
SECTION I
Anderson Valley
Junior/Senior High School
Boonville, California
From the Editors
Oral Histories
Bobby Glover
2
Oti lio Espinoza
6
. . .
. .
.
. ........ .
Rob Goodell
9
.
. .
. . . . . . . . .
. .
Donald Pardini
12
Reflections from teacher Mitch Mendosa
15
Reflections from students
24
All Section I photos courtesy of Mitch Mendosa
From the Editors
Rob and Otilio, Donald and Bobby settled in
According to local legend, one hundred-
Anderson Valley via different paths, but a common
plus years ago, the young daughter of a
bond unites them. As Rob says of the northern
prominent San Francisco family arrived
California wilderness they all call home, "We all
in the small northern California town of
love this place."
Boonville. The purpose of her visit was to wait
out a pregnancy that had come about, in the
words of resident Bobby Glover, "without the
Guided by teacher and North Coast Rural
benefit of clergy." For the locals, the burning
Challenge Network (NCRCN) coordina-
need to gossip ran smack into their desire to
tor Mitch Mendosa, a group of seventh graders
spare the feelings of the new arrival. To resolve
published in 1997 the inaugural volume of Voices
the conflict, those long-ago farmers and ranch-
oftheVallerStories of Anderson Valley Elders Col-
erswho themselves could barely write
lected by Anderson Valley Youth.
invented a special language. To this day,
Reading from a local history book (authored
"Boontling" words and phrases can still be
by their teacher's uncle) solidified their overall
heard in the speech of Anderson Valley old-
purpose: to collect stories not just for history's
timers.
sake but to strengthen ties among various
groups in their northern California community.
Life-long Valley resident Donald Pardini offers
Students thus selected their interview choic-
some examples. "Applehead was your girl-
esfrom a list of over 100 names gathered by
friend...and jennybecking meant listening to a
talking to localswith a careful eye towards
phone conversation you shouldn't be listening
broad representation.
to." Bobby Glover's knowledge of Boontling has
They then set up times for "pre-interviews"
put him on television 68 times, including three
informal meetings held without intimidating
stints on The Johnny Carson Show.
microphones that allowed students and elders
to grow comfortable with each other and
Newcomers gradually joined old-timers like
explore topics of conversation beyond the orig-
Bobby and Donald. Otilio Espinoza, for
inal questions. After conducting and taping
instance, arrived in Anderson Valley from his
interviews in pairsone student technician
native Mexico in the late 1960s. Seventeen at
along with the interviewerthe class tran-
the time, he meant to stay for just one summer.
scribed and edited tapes. Students also pro-
But 28 years later Otilio remains, having fallen
duced audio tapes and compact discs with tech-
"in love with the scenery and the climate and
nical assistance from adult volunteers.
all the people around me."
Throughout the year, the middle schoolers
mentored their NCRCN peers in Mendocino
Unlike Otilio, Rob Goodall and his wife moved
and Point Arena, giving regular updates via e-
to Anderson Valley intent on spending the rest
mail and video-conferencing.They later served
of their lives. Called "hippies" by some, "home-
as advisors to the high school students who
steaders" by others, they established gardens and
produced Voices of the Valley, Volume II. The
orchards, built their own house, and raised two
establishment of an oral history class at the
sonswhom Rob steadfastly maintains aren't
high school ensures the publication of future
"like nature freaks, though."
volumes.
9
Bobby Glover
Keevan: My name is Keevan Labowitz, student
after I graduated from high school, I was just
historian from the North Coast Rural Challenge
dying to get out of this Valley. This was boring. I
Network Oral History Project. I'm here today
wanted to get to the city where everything was
with Bob Glover. Thank you, Mr. Glover, for
going on, where there were lots of girls.You
allowing us to talk with you.
understand that, don't you, Keevan?
Mr. Glover: You're very welcome.
Keevan: Uh huh (laughs).
Keevan: You were born here in Anderson Valley,
Mr. Glover: All right. I went down and I became
right?
a radio announcer on KJBS and then on KSAN
in San Francisco, then came back and lived here
Mr. Glover: Wrong! I was born in Albion, on the
for a while. I got married a first time. Then after
coast. And one day I said to my mother, "I wish I
five years, our divorce came. She was going to
would have been born early enough to take a ride
bring suit against me, so I decided it was time to
on the old train that used to run from Albion into
leave. So I went back to see a friend of mine, back
Christine."
in Hammond, Indiana. I lived there five years, and
that's where I met my present wife.
And she says, "You durn fool! The first ride you
ever took in your life was on that train." I was
Keevan: When did you meet herwhat year?
born in Albion, and she went down a couple of
days later, took the train, and I rode back to
Mr. Glover: In 1950. I was working for the Gen-
Christine.
eral American Transportation Corporation in their
plastics division. I was an electrician there, and
Keevan: What was it like growing up here back
you want to hear the whole story?
then?
Keevan: Yep.
Mr. Glover: Well, back then, a little later, we'll
say, I used to go down over the brow of the hill
Mr. Glover: All right, good. It was a New Year's
when I heard the train coming down Mill Creek.
night, and on New Year's night everyone who was
And I'd get there till they got real close and it was
old enough went out and celebrated. I had a bot-
making so much noise that I'd run in the house.
tle of Old Granddad in my back pocket. I walked
That's some of my earliest memories. Everything
into a paint shop on my rounds as an electrician,
that happened then seemed to be real smooth and
and I walked up to this girl I'd never talked to and
easy. It wasn't like it is now where everybody is
asked her if she'd like a drink of whiskey.
waiting for somebody else to make a mistake.
Then, your mistakes were more or less forgiven,
Everything that happened then
and you done better the next time, or you got
seemed to be real smooth
your tail feathers paddled.
and easy. It wasn't like it is
Keevan: Why did you decide to stay in Anderson
now where everybody is
Valley?
waiting for somebody else to
make a mistake.
Mr. Glover: I didn't completely stay. I know that
{ 2 }